Phase+4+Design+Integration+Strategies

Day 1: Introduce the Unit as "Immigration and Latino-American Culture" and distribute information explaining assignments and the resources to be used to complete the assigned tasks. On Day 1, students should also be placed into groups of between three and five kids. Students will receive a handout of useful resource URLs that will help them find information that pertains to content. Other resource URLs will provide instruction on using webquests, #|PowerPoint presentations, and the creation of a glog. The classroom projection system will be used to show examples of the three web components that will be used for the tasks in this unit.

Day 2: The Webquest: Students will complete this WebQuest in groups. this WebQuest will focus mainly on the Latino diets from various parts of the world and hopefully give the students more of a perspective of Latino culture and the foods they eat.The student groups will be directed to complete the WebQuest located [|www.wyckoffschools.org/eisenhower/teachers/.../Sp..FoodsWebQuest.doc]. This is a WebQuest that gives students more insight into Spanish-speaking countries and the foods that they eat. At the end of the WebQuest, students will be asked to complete a menu for a full day. We will be making this into a competition by having the groups compete for the best food listed on the menus with the best healthier options. Students will be given the option to bring food samples of their meal plans on Day 8. This will be for extra credit.

Days 3and 4:Students will finish any necessary work on their WebQuest. Working in their groups of three to five, students will also conduct the research necessary for their groups to create a #|PowerPoint presentation that will focus on the positives and negatives of Latino diet. They will also provide information on ways that the Latino diet could be improved. They will also use the web to create a glog poster that depicts a point of view on the contentious cultural issue of immigration. The glog that is created must consist of at least five objects(images, slogans, headlines,etc.) that communicate an opinion on whether or not current #|US immigration laws and patterns should be maintained or changed. The glog objects must also serve as links to information that supports the group point of view. The completed glog must be posted by Day 6 of this unit.

Days 5 and 6: Presentations to the rest of the class will #|begin with the PowerPoint slideshows created by each group. This will be followed by demonstration of the glog posters. Any leftover time on these two days may be used by students to prepare their perspectives and arguments for the class debate on what is the best immigration policy for the US under our current social, economic, and national security circumstances.

Day 7: The teacher will give a quick review of the rules and processes of our Socratic debate method and students will take their initial places within the two circles. With the teacher as a moderator and all students acting independently of their previously assigned unit groups, the debate will consider the perceived problems of our current immigration policies and patterns and how they might be changed to meet the needs of our changing society.

Day 8: As class begins, students will complete a Likert Scale survey designed to certify that students understand the primary arguments involved in the immigration issue. Students will then receive the chance to sample the the "healthier options" created in their meal plans.